ELT 4005: PRINCIPLES, METHODS, AND MATERIALS
CEBU NORMAL UNIVERSITY
College of Teacher Education
Osmeña Blvd., Cebu City
______________________________________________________________________________
Name: JOEY T. SASING
University email: main.15001072@cnu.edu.ph
Degree/Program: MAEd - ELT
Block/Year: 1ST SEM 23-24
Schedule Days: SATURDAY
Class Time: 08:00AM – 12:00N
Professor: Dr. Jennifer B. Gonzales
Discuss Stephen Krashen's Theory of 2nd Language Learning and Acquisition and his
language hypothesis.
Krashen’s Theory on language acquisition probably is the most often cited among theories
of second language acquisition. His theory is widely accepted in the world especially in conducting
language research. His theory consists of five central hypotheses:
a. The acquisition/learning hypothesis. It claims that there are two ways of developing
competence in L2.
According to Krashen, acquisition parallels the first language
development in children while learning approximates the formal teaching of grammar in
classrooms.
b. Natural order hypothesis. It suggests that grammatical structures are acquired in a
predictable order for both children and adults, that is irrespective of the language being
learned. When a learner engages in natural communication, then the standard order occurs.
c. Monitor hypothesis. This hypothesis claims that conscious learning of grammatical rules
has an extremely limited function in language performance: as a monitor or editor that
checks output. Krashen suggests that monitoring occurs when there is sufficient time,
where there is pressure to communicate correctly and not just convey meaning, and when
the appropriate rules are known.
ELT 4005: PRINCIPLES, METHODS, AND MATERIALS
d. The input hypothesis. Krashen proposes that when learners are exposed to grammatical
features a little beyond their current level (i.e., i + 1) those features are acquired. If learners
receive understandable input, language structures will be naturally acquired.
e. The affective filter hypothesis. The filter that Stephen Krashen talks about in this
hypothesis the attitude of the learner to language, motivation, self-confidence, and anxiety.
Thus, learners with favorable attitude and self-confidence may have a ‘low filter’ which
promotes language learning. Learners with a low affective filter seek and receive more
input, interact with confidence, and are more receptive to the input they are exposed to. On
the other hand, anxious learners have a ‘high affective filter’ which prevents acquisition
from taking place.
Read Brown's Principles of Language Learning and cite situations/examples for each.
COGNITIVE PRINCIPLES
1. AUTOMATICITY - Through an inductive process of exposure to language input and
opportunity to experiment with output, children appear to learn languages without
“thinking” about them.
EX: A large proportion of a teacher’s lessons should be focused on the “use” of language
for purposes that are genuine. Being too heavily centered on the formal aspects of language
can block pathways to fluency. We should let the acquisition of language flow freely and
not too structured on the lessons to help them achieve fluency.
2. MEANINGFUL LEARNING - Meaningful learning “subsumes” new information into
existing structures and memory systems and the resulting associative links create stronger
retention
EX: Teachers should provide activities that appeal to students’ interests, academic goals
and career goals/ When introducing a new topic, we need to anchor it from the students’
existing knowledge and avoid too much grammar explanations, too much abstract theories,
and teaching techniques that are too mechanic.
ELT 4005: PRINCIPLES, METHODS, AND MATERIALS
3. ANTICIPATION OF REWARD – the reward principle states that human beings are
universally driven to act, or “behave” by the anticipation of some sort of reward – tangible
or intangible, short term or long ter, - that will ensue as a result of the behavior.
EX: A teacher who provides an optimal degree of immediate verbal praise and
encouragement
4. INTRINSIC MOTIVATION - Language learning is most successful when there is
intrinsic (internal), rather than extrinsic (external) motivation. When language learning
stems from the learner’s needs or desires, the learner is said to have intrinsic motivation.
A learner who only has extrinsic motivation will often give up during the long haul of
learning a language.
EX: Teachers should consider the intrinsic motives of the students in learning carefully.
We must design classroom tasks that feed into those intrinsic drives (self-rewarding
classes).
5. STRATEGIC INVESTMENT - Language learning time should be invested wisely in
activities that result in real language acquisition. Clear learning goals and an understanding
of personal learning styles can help the learner to use language learning time strategically
EX: Teachers choose a mixture of group work and individual work, of visual and auditory
techniques, of easy and difficult exercises. Individualized attention is needed from the
teacher to form a battery for attention for comprehending and producing the language.
AFFECTIVE PRINCIPLES
6. LANGUAGE EGO - all second language learners need to be treated with affective tender
loving care.
EX: 3. If students are learning English as a second language, they are likely to experience
a moderate identity crisis as they develop a “second self”. TEACHERS should help them
see that this is a normal and natural process. Display of a supportive attitude to the students
will aid their learning at an affective level.
ELT 4005: PRINCIPLES, METHODS, AND MATERIALS
7. SELF-CONFIDENCE - Learners' belief that they indeed are fully capable of
accomplishing a task is at least partially a factor in their eventual success in attaining the
task.
EX: Give ample verbal and nonverbal assurances to students. It helps students to hear a
teacher affirm a belief in the student’s ability. Teachers should sequence techniques from
easier to more difficult.
8. RISK-TAKING - Learners are ready to try out their newly acquired language, to useit for
meaningful purposes, to ask questions, and to assert themselves.
EX: 1. Creating an atmosphere in the classroom that encourages students to try out
language to venture a response, and not to wait for someone else to volunteer language.
Providing reasonable challenges that respond to students’ risky attempts with positive
affirmations.
9. LANGUAGE-CULTURE CONNECTION - Whenever you tech a language, you also
teach a complex system of cultural customs, values, and ways of thinking, feeling, and
acting.
EX: 1. Discuss cross-cultural differences with your students, emphasizing that no culture
is “better” than another. Teachers discuss the difference with American English and
Filipino English with cultural connotations and slangs.
LINGUISTIC PRINCIPLES
10. NATIVE LANGUAGE EFFECT - The native language of learners exerts a strong
influence on the acquisition of the target language system.
EX: When having a student sharing, it is imperative to understand that not everything about
their native language system will cause error. Teachers should regard learners’ errors as
important windows to their underlying system and provide appropriate feedback.
11. INTERLANGUAGE - All language learners go through a developmental process during
which time they use the language imperfectly. A learner’s interlanguage should be seen as
progress, not as a failure or a refusal to learn.
EX: Introduce improved and better vocabulary terms and statements to improve language
acquisition and development. Teachers try to get student to self-correct selected errors.
ELT 4005: PRINCIPLES, METHODS, AND MATERIALS
12. COMMUNICATIVE COMPETENCE - If communicative competence is the final goal,
language learning activities need to focus on the skills needed for effective communication
in authentic contexts. These skills include both fluency and accuracy, as well as the ability
to use language appropriately in real-world contexts.
EX: When teaching functional and sociolinguistic aspects of language, don’t forget that
the psychomotor skills are an important component of both. Give them opportunities to
gain some fluency in English without having to be constantly wary of little mistakes.